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Springfield Primary Academy

Primary Support Teaching Assistant

Contract: Permanent

Salary: NJC SCP 6-7

Closing date for applications: 21 September 2026, 9.00am

Interview Date: 24 September 2026

Reference Number: ELTSEP2607

JOB DESCRIPTION

Post Title:                  Level 3 Teaching Assistant (Support and Learning Delivery)

Grade:                        SCP 6 - 7

Responsible to:        Working under the guidance of Teaching staff and or Teaching Assistants of a higher level.

Responsible for:       Support and guidance for Level 2 Teaching Assistants

Main Purpose

• To work under the guidance of Teaching staff to implement agreed work programmes with individuals / groups both within and out of the classroom. This may include the use of detailed and specialist knowledge in particular areas and will involve assisting the Teacher in the whole planning cycle and with the management / preparation of resources.
• The post holder will deliver PPA sessions as timetabled.
• The post holder may also supervise whole classes occasionally during the short-term absence of Teachers, when the primary focus will be to maintain good order and to keep pupils on task.
• As Cover Supervisors, the post holder will need to respond to questions and generally assist pupils to undertake set activities.
• To support in the development and daily running of the After School Club, providing a safe and caring environment in line with relevant statutory guidance, where children 3-11 years of age can enjoy a range of play, learning and leisure activities.
• To support in organising a daily routine that meets the emotional, social, physical and intellectual needs of the children.
• To build links and work in partnership with parents, carers and professionals to promote the well-being of the children.

Duties and Responsibilities

1. Support for pupils

• Use specialist (Curricular / Learning) skills / training / experience to support pupils.
• Assist with the development and implementation of PLPs.
• Establish productive working relationships with pupils, acting as a role model and setting high expectations.
• Promote the inclusion and acceptance of all pupils within the classroom.
• Support pupils consistently whilst recognising and responding to their individual needs.
• Encourage pupils to interact and work cooperatively with others and engage all pupils in activities.
• Promote independence and employ strategies to recognise and reward achievement of self-reliance.
• Provide feedback to pupils in relation to progress and achievement.
• Provide 1:1 SEN support as and when required.

2.   Support for the Teacher

• Work with the Teacher to establish an appropriate learning environment.
• Work with the Teacher in lesson planning, evaluating and adjusting lesson / work plans as appropriate.
• Monitor and evaluate pupils’ responses to learning activities through observation and planned recording of achievements against pre-determined learning activities.
• Provide objective and accurate feedback and reports, as required, to the Teacher, on pupil achievement, progress and other matters, ensuring the availability of appropriate evidence.
• Be responsible for keeping and updating records, as agreed with the Teacher, contributing to reviews of systems / records as requested.
• Undertake marking of pupils’ work and accurately record achievement / progress as appropriate.
• Liaise sensitively and effectively with Parents / Carers as agreed with the Teacher within your role / responsibility and participate in feedback sessions / meetings with Parents / Carers.
• Provide general clerical / administrative support, e.g. produce worksheets for agreed activities etc.
• Attend and contribute to annual review meetings with parents and other professionals in order to support the monitoring and development of the child where appropriate.

3.  Support for the Curriculum 

• Implement agreed learning activities / teaching programmes, adjusting activities according to pupil responses / needs.
• Implement local and national learning strategies, e.g, Literacy, Numeracy, Early Years and make effective use of opportunities provided by other learning activities to support the development of relevant skills.
• Support the use of ICT in learning activities and develop pupils’ competence and independence in its use.
• Help pupils to access learning activities through specialist support.
• Determine the need for, prepare and maintain general and specialist equipment and resources.

4. Support for the School

• Contribute to the overall ethos / aims of the academy.
• Be aware of and comply with policies and procedures relating to Child Protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person in accordance with policy.
• Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with school policy and encourage pupils to take responsibility for their own behaviour.
• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop.
• Establish constructive relationships and communicate with other agencies / professionals, in liaison with the Teacher, to support achievement and progress of pupils.
• Attend and participate in relevant meetings as required.
• Participate in training and other learning activities as required.
• Recognise own strengths and areas of expertise and use these to achieve and support others.
• Provide appropriate guidance and supervision and assist in the training and development of staff as appropriate.
• Supervise pupils on visits, trips and out of school activities as required.
• Respond to first aid issues as in line with school policy.

5.  To cover during lunch-times:

• Supervise children, monitor their wellbeing and intervene to resolve non-routine issues using appropriate techniques and strategies to maintain behaviour standards.
• Resolve or report any areas of concern to ensure compliance with good practice.
• Intervene in serious pupil related incidents to ensure understanding and use appropriate responses to ensure compliance with behaviour standards and school policy. 
• Identify and respond to pastoral concerns related to individual pupils.
• Care for children’s routine personal needs, maintaining dignity and respect and develop awareness of personal hygiene and cleanliness.
• Monitor pupils’ conduct and behaviour throughout lunchtime to resolve complex, difficult or challenging issues using appropriate techniques, skills strategies and routine sanctions to de-escalate potentially difficult situations or resolve conflict with individual and groups of pupils and establish, maintain or restore a safe and calm atmosphere conducive to learning and ensure the safety and wellbeing of pupils, staff and visitors.
• Duties may include dining room and hall supervision as well as playground cover

6.After School Club

• To support in the daily running of the Club, working with the team to ensure and provide care, play opportunities and activities in a homely, nurturing and safe environment, with regard to the individual development needs of the children.
• To work within a small team of staff to deliver high-quality creative play opportunities in a safe and caring environment.
• To liaise with the academy staff in regard to the needs of the children who attend the club.
• To liaise with parents to encourage parental involvement and support of the After School Club.
• To identify any potential child protection issues related to specific children or to the overall running of the club, liaising with the co-ordinator and school’s Designated Child Protection Lead and other professionals as appropriate in order to safeguard and promote the welfare of our children.
• To develop and maintain good communication with all staff, Principal and with parents/carers.
• To undertake appropriate tasks as and when assigned.

General

Postholders will be required to possess the NVQ 3 for Teaching Assistants or an equivalent qualification or experience, together with training in the relevant strategies (e.g., Literacy and / or particular curriculum or learning area such as bilingual, sign language, dyslexia, ICT, Maths, English, CACHE etc.)

Appropriate First Aid training will be required.

The following knowledge/skills will be required:

• Full working knowledge of relevant policies/codes of practice and awareness of relevant legislation.
• Working knowledge of national/foundation stage curriculum and other relevant learning programmes/strategies.
• Understanding of principles of child development and learning processes.
• Ability to relate well to children and adults.

Documents

Application Pack